Lesson Title: Constructing Food Chains using Concept Maps
State Standards: GLEs/GSEs
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4a diagramming the energy flow in an ecosystem that compares the energy at different trophic levels.(e.g. What inferences can you make about energy “loss”& use?).
Context of Lesson:
Within this lesson, students will build their own sample food chains with the use of the concept maps program. Half of the class will receive the opportunity to create a marine food chain, while the other half of the student body will create a terrestrial food chain. After students have created their food chains within the program, they will be printed and students will draw and color in the different organisms within the different trophic levels. Upon completion of this activity, students will be introduced to the laboratory experiment that will be performed for the following two class periods.
Materials:
Laptop cart, Elmo or Transparency projector, Concept Map Program on all laptops, Copy of Food Chin Concept Map Directions, markers, colored pencils, crayons. http://www.youtube.com/watch?v=yPm689pxjV4
Students will be able to... 1. Create a visual representation of Food Chains using a concept map. 2.Describe the expectations within the owl pellet laboratory experiment.
Instruction:
Opening:
Opening- Begin class by asking the following questions: “How do graphic organizers help with sorting information?”, “What successful experiences have you had when using graphic organizers or other organizing maps with assignments?”, “Are they a helpful when preparing to review for a test or a quiz?”. After student engagement, transition discussion to using Map Works to create Food Chain within an Ecosystem.
Instruction:
Instruction- Students will take notes from the slide show provided on all the components that make up a food chain. Within the notes, there will be two examples of food chains. One example will focus on an example of a terrestrial food chain, and another will focus on a marine food chain. Key concepts such as trophic level, primary consumers, secondary consumers, tertiary consumers, as well as quaternary consumers will be introduced.
Activity- Students will have the opportunity to construct their own Food Chain using the graphic organization program known as Map Works. Having the laptop cart within the room for the class period, the students will already having all the laptops at the desks. I will model how to construct a sample concept map on my own computer, as it will be connected to the over head projector. Students will be able to follow how to use the program on their own computer while watching how to drag the arrows within the program, as well as adding text, to develop their own Food Chain. Half of the students will be constructing a marine food chain, while another will be constructing a terrestrial Food Chain. After demonstrating to the class how to use the Map Works Program, on the Elmo or Transparency projector there will be two Food Chain questions. A simple count off with the students will divide them into the two groups of a terrestrial and marine food chain. After students have finished their Food Chains, they will need to ask for my permission to print. After students have printed their Food Chains, they will return their laptop to me and it will be stored back into the laptop cart. Students will then be able to draw in their different types of organisms that correspond with their Food Chain. All students will be able to finish constructing their Food Chains using the laptops, but if students do not finish drawing their organisms on their printed off copy of the Food Chain they will finish it for homework. For students who have finished their Food Chains, they will be allowed to submit their work. The last five minutes of this timeframe will be used for putting away all materials, as well as making sure all computers have been returned to the laptop cart.
Closure :
Pre-Laboratory- Introduce the Owl Pellet Laboratory Experiment for the following days class period. Play introductory video about Owl Pellets and the Owl Pellet experiment. Review the video with students and emphasize the basic procedure of what will be taking place tomorrow. Although they will be getting a full laboratory procedure to follow tomorrow, a simple overview will be sufficient. Have owl pellet materials assessable to show students a sample owl pellet, the tools that will be used during the experiment, the aluminum trays that the owl pellets will be broken up in, as well as the safety goggles and gloves associated with the experiment. Note that the safety regulations associated with this experiment will be given to them within their laboratory packet during the next class period. Explain that each individual student will be receiving their own owl pellet to dissect, and all of the laboratory materials needed to complete the experiment will already be set up for them at the laboratory tables.
Assessment:
Informally asses students throughout the class period with their participation and understanding with using the concept map program, as well as their general understanding of the owl pellet laboratory experiment for the following class period.
Lesson Title: Constructing Food Chains using Concept Maps
State Standards: GLEs/GSEs
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4a diagramming the energy flow in an ecosystem that compares the energy at different trophic levels.(e.g. What inferences can you make about energy “loss”& use?).
Context of Lesson:
Within this lesson, students will build their own sample food chains with the use of the concept maps program. Half of the class will receive the opportunity to create a marine food chain, while the other half of the student body will create a terrestrial food chain. After students have created their food chains within the program, they will be printed and students will draw and color in the different organisms within the different trophic levels. Upon completion of this activity, students will be introduced to the laboratory experiment that will be performed for the following two class periods.Materials:
Laptop cart, Elmo or Transparency projector, Concept Map Program on all laptops, Copy of Food Chin Concept Map Directions, markers, colored pencils, crayons. http://www.youtube.com/watch?v=yPm689pxjV4
Objectives:
Students will be able to...1. Create a visual representation of Food Chains using a concept map.
2.Describe the expectations within the owl pellet laboratory experiment.
Instruction:
Opening:
Opening- Begin class by asking the following questions: “How do graphic organizers help with sorting information?”, “What successful experiences have you had when using graphic organizers or other organizing maps with assignments?”, “Are they a helpful when preparing to review for a test or a quiz?”. After student engagement, transition discussion to using Map Works to create Food Chain within an Ecosystem.
Instruction:
Instruction- Students will take notes from the slide show provided on all the components that make up a food chain. Within the notes, there will be two examples of food chains. One example will focus on an example of a terrestrial food chain, and another will focus on a marine food chain. Key concepts such as trophic level, primary consumers, secondary consumers, tertiary consumers, as well as quaternary consumers will be introduced.
Activity- Students will have the opportunity to construct their own Food Chain using the graphic organization program known as Map Works. Having the laptop cart within the room for the class period, the students will already having all the laptops at the desks. I will model how to construct a sample concept map on my own computer, as it will be connected to the over head projector. Students will be able to follow how to use the program on their own computer while watching how to drag the arrows within the program, as well as adding text, to develop their own Food Chain. Half of the students will be constructing a marine food chain, while another will be constructing a terrestrial Food Chain. After demonstrating to the class how to use the Map Works Program, on the Elmo or Transparency projector there will be two Food Chain questions. A simple count off with the students will divide them into the two groups of a terrestrial and marine food chain. After students have finished their Food Chains, they will need to ask for my permission to print. After students have printed their Food Chains, they will return their laptop to me and it will be stored back into the laptop cart. Students will then be able to draw in their different types of organisms that correspond with their Food Chain. All students will be able to finish constructing their Food Chains using the laptops, but if students do not finish drawing their organisms on their printed off copy of the Food Chain they will finish it for homework. For students who have finished their Food Chains, they will be allowed to submit their work. The last five minutes of this timeframe will be used for putting away all materials, as well as making sure all computers have been returned to the laptop cart.
Closure :
Pre-Laboratory- Introduce the Owl Pellet Laboratory Experiment for the following days class period. Play introductory video about Owl Pellets and the Owl Pellet experiment. Review the video with students and emphasize the basic procedure of what will be taking place tomorrow. Although they will be getting a full laboratory procedure to follow tomorrow, a simple overview will be sufficient. Have owl pellet materials assessable to show students a sample owl pellet, the tools that will be used during the experiment, the aluminum trays that the owl pellets will be broken up in, as well as the safety goggles and gloves associated with the experiment. Note that the safety regulations associated with this experiment will be given to them within their laboratory packet during the next class period. Explain that each individual student will be receiving their own owl pellet to dissect, and all of the laboratory materials needed to complete the experiment will already be set up for them at the laboratory tables.
Assessment:
Informally asses students throughout the class period with their participation and understanding with using the concept map program, as well as their general understanding of the owl pellet laboratory experiment for the following class period.